READINGS IN PHILIPPINE HISTORY

By: certain
LEARNING OUTCOMES

1.Demonstrate an understanding of history

2.Identify the differences between a primary
source and a secondary source
3.Evaluate materials in terms of authenticity,
credibility, and provenance
4.Analyze the content, context, and
perspective of the document.
History is derived from Greek word, historia which means learning by inquiry.
Aristotle looked upon history as the systematic accounting of a set of
natural phenomenon taking into consideration the chronological arrangement of
the account.
There are two theories constructed by historians in investigating
history.
FACTUAL HISTORY – presents readers the plain and basic information vis-à-vis
the events that took place (what), the time and the date with which the events
happened (when), the place with which the event took place (where), and the
people that were involved (who).

SPECULATIVE HISTORY – goes beyond facts because it concerns about the

reasons for which events happened (why), and the way they happened, (how). It
tries to speculate on the cause and effect of an event.
 MEANING AND RELEVANCE OF HISTORY
• Documented record of man and his society
• Study of man and his achievements from the beginning of
written records to the present time
• Everything that has happened or occurred from the beginning
of the time to the last instance.
• Record of events shows the evolution of man and his society
• Record of the past showing his development and
improvement throughout the ages and how he met his
various challenges through time.
• Subjective process of re – creation
HISTORICAL METHOD AND HISTORIOGRAPHY
HISTORICAL METHOD is a process of critically examining
and analyzing the records and survivals of the past. The
imaginative reconstruction of the past from the data derived by that
process is called HISTORIOGRAPHY.
HISTORICAL ANALYSIS is also an important element of
historical method. In historical analysis, historians:
1. select the subject to investigate
2. Collect probable sources of information on the subject
3. Examine the sources genuineness, in part of in whole
4. Extract credible “particulars” thus derived is historiography
 SOURCES OF HISTORICAL DATA

Sources are originators of information

and data. Abbot places sources with
documents, written materials that says
something about historical events.
Documents can be letters, receipts, copies of
speech, eyewitness accounts, narrations, or
books.
 Examples of sources which are not
written are relics, fossils, and memorabilia.
Some sources are alive such a living
eyewitnesses. When the researcher uses
them in his research they are known as
respondents or informants.
 WRITTEN SOURCES OF HISTORY
1. Narrative or literature are chronicles or tracts presented
in narrative form, written to impart a message whose
motives for their composition vary widely. A few
examples are newspaper article, personal narrative,
biography.
2. Diplomatic sources are those which document/record
an existing legal situation.
3. Social documents are information pertaining to
economic, social, political, or judicial significance. A
few examples are government reports.
NON-WRITTEN SOURCES OF HISTORY
1, Material evidence also known as
archaeological evidence. Examples of these
are artistic creations such as pottery,
jewellery, dwellings graves, churches and
others that tell a story about the past.
2. Oral evidence. Much are told by the tales
or sagas of ancient people and the folk
songs, suguidanon or popular rituals from the
pre modern period of Philippine history.
 HISTORY becomes only the part of that
human past which can be meaningfully
reconstructed from the available records and
from inferences regarding their setting.
Historians aim is verisimilitude (the truth,
authenticity, plausibility) , (Ligan, Apsay,
Espino, 2018). The study of history is a
subjective process as documents and relics are
scattered and do not together comprise the
total object,
 TYPES OF SOURCES
• Primary sources – considered as lifeblood of history.
Accounts of people who are direct participants or
eyewitness to an event are also primary sources.
• Secondary sources – documents or works made by
individuals who are not directly involved to the events
or made by people who obtained the information from
somebody else or from primary source.
• General references – merely points the reader to the
primary or secondary source. Examples are the
contents of a card catalogue.
EXAMPLE OF A PRIMARY SOURCE
 HISTORICAL CRITICISMS

It examines the origins of the earliest text to

eppreciate the underlying circumstances upon which the
text came to be (Soulen and Soulen 2001).
GOALS:
1. Discover the original meaning of the text in its primitive
or historical context and its literal sense or sensus
literalis historicus.
2. Establish a reconstruction of the historical situation of
the author and recipients of the text.
METHODOLOGIES:
1. Source criticism – analyzes and studies the sources used by
biblical authors
2. Form criticism – seeks to determine a units original form and
historical context of literary tradition
3. Redaction criticism – which regards the author of the text as
editor of the source materials
4. Tradition criticism – attempts to trace the developmental stages
of the oral tradition from its historical emergence to its literary
presentation
5. Canonical criticism – focuses its interpretation of the bible on the
text of biblical canon
EXTERNAL AND INTERNAL CRITICISM
External criticism – establishment of
authenticity and ensures that the
documents are not mere forgeries or
invention. It involves physical and
chemical tests.
Internal criticism – establishment of
accuracy and evaluates the accuracy
and worth of data.
 INTERNAL CRITICISM
How to determine the accuracy?
1. author’s knowledge and competence

2. Time delay
3. Motives and biases of author
4. Consistency of data

Tests of Credibility
1. Identification of the author
2. Determination of approximate date
3. Ability to tell the truth
4. Corroboration –independent testimony of two more reliable witnesses
EXTERNAL CRITICISM- PROVENANCE OF THE TRUTH
1. The material must be investigated based on the
time and place written.
2. Determine whether the material under
investigation is raw, meaning unaltered and it
exists exactly as the author left it.
3. Content must be viewed in every possible angle
(no forgery).
The critic should determine the origin of the
material, its author, and the sources of information
used.
 HISTORICAL RECORDS

1.Pre-Spanish Period – 900 to 1565

2.Spanish Period – 1565 to 1898
3.American period – 1898 to 1946
4.Japanese occupation – 1941 to 1945
5.Republic years – 1946 to present
 THE CONSTITUTION OF THE PHILIPPINES
1. 1897 – Biac na Bato
2. 1899 – Malolos Constitution
3. 1935 Constitution – Through the Philippine
Independence Act enacted by the US Congress,
authorized the Philippine Legislature to call a
constitutional convention to draft the Constitution.
4. 1943 Constitution – Japanese sponsored Constitution
5. 1973 Constitution
6. Provisional Constitution
7. 1987 Philippine Constitution
 TEJEROS CONVENTION
1. Account of Santiago Alvarez “Memoirs of General” – primary
source
2. Teodoro Agoncillo’s “Revolt of the Masses” – secondary source
Primary Source Secondary Source
Author’s background
When was the
account written?
Mention of Date(s)
Mention of Place
Key personal ties
Sequencing of events
Differences between
two accounts
Module II
 CONTENT AND CONTEXTUAL ANALYSIS OF
SELECTED PRIMARY SOURCES
 First Voyage Around the World
 Customs of the Tagalogs
 Kartilla ng Katipunan
 Act of the Declaration of Philippine Independence
 Political Caricatures of the American Era
 Filipino Grievances Against Governor Wood
 Pres. Corazon Aquino’s Speech Before the US Congress
 Works of Luna and Amorsolo
 Mga Gunita ng Himagsikan
A. Content and contextual analysis of
selected primary sources
B. Identification of the historical
importance of the text
C. Examination of the author’s main
argument and point of view.
 LEARNING OUTCOMES:
Identify credible and authentic primary sources
that could be used in reconstructing and analysing the
history of the Filipino people from pre-colonial times to
the present.
Analyze the context, content, and perspective of
different kinds of primary sources and determine how
they affected the history of the Filipino people.
Develop critical and analytical skills as they are
exposed to primary sources.
 THINGS TO DO:
1. Research on the background of the author
2. Discuss the historical background of the document.
3. Do the content presentation and analysis of the
important historical information found in the document.
4. Cite the contribution and relevance of the document in
understanding the grand narrative of Philippine history.
5. Describe their learning experiences while doing their
assigned readings.
 REQUIREMENTS:
1. Research
2. Prepare materials for class sharing
3. Prepare a soft copy of the presentation material
4. Make a confidential rating of group mates in terms of the
following:
a. Degree of participation
b. Personal attitude towards the work and his/her group mates
c. Interest shown while working
d. Creativity and depth of analysis
e. In a ¼ sheet of paper, identify your contributions
to the group reports. Then rank your group members
including yourself according to the criteria
mentioned. Take note that you are not limited to
quantitative ranking but you may write also your
comments.
f. Prepare these ratings at home and give them to
the instructor after you had delivered your
presentations.
Module III
ONE PAST BUT MANY HISTORIES:
CONTROVERSIES AND CONFLICTING VIEWS IN
PHILIPPINE HISTORY
1. Site of the First Mass: is it in Limasawa or is it in
Masao?
2. Cavite Mutiny: Which is true, the Spanish
version or the Filipino Version?
3. Retraction of Rizal: Did Rizal Retract or Did he
not?
4. First Cry of Philippine Revolution: Is it in
Pugadlawin or Balintawak?
ACTIVITY

Students should:
1. Research in order to know the issue.
2. Prepare for the debate. Actual debate in which they have to follow the format of the
debate or prepare a position paper.
3. Submit written summary.
Format of the Debate.
A. Affirmative construction (Argue your position)
B. Negative Construction (Critique of the opponent)
C. Rebuttal speech ( reply to the critique)
D. Summation and Conclusion
TEACHING METHODOLOGIES
•
1. Lecture/Discussion
• 2. document Analysis
• 3. Group Discussion
• 4. Debate, position paper, Round table
discussion or symposium
GRADING SYSTEM

Debate proper ----------------------------- 50%

Peer Evaluation --------------------------- 20%
Written report ------------------------------- 30%
Total ------------------------------------------- 100%
 NON-SHOLAE
SED VITAE
DISCIMUS
Prepared by:
Maria Christina A. Postrado,M.A.Soc.Sci.